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Session Type: Roundtable Session
Educational systems worldwide are struggling to expand high-quality learning opportunities for all students, in the context of pandemic-driven disruptions and crisis-level educator burnout and turnover. Traditional policy approaches that emphasize fidelity of implementation are unlikely to support improvement at scale amidst these challenges. This session spotlights five novel approaches to system transformation in England, Israel, Singapore and the US. Each case describes an endeavor to transform systems into learning organizations where problems of practice are tackled by educators and schools working together, and often with non-system actors, to adaptively integrate policy solutions. Authors and a session discussant will engage participants in analyzing the work and obstacles of system transformation as it unfolds in differing contexts.
Developing and Supporting Infrastructures for Teacher on-the-Job Learning: Dilemmas of Scale, Sustainability, and Coherence - Adam Lefstein, Hebrew University of Jerusalem
Equity in Networked Improvement: For Whom and Under What Conditions? - Megan Duff, UNC Chapel Hill; Jennifer Zoltners Sherer, University of Pittsburgh; Jennifer Lin Russell, Vanderbilt University; Anna Elisabeth Premo, ETH Zürich; Angel Yee-lam Li, Carnegie Foundation for the Advancement of Teaching; Hanan Perlman, University of Pittsburgh
The Contact Zone of Assessment Reforms in Singapore Classrooms: Schooling in Transition (2004–Present) - Hwei Ming Wong, National Institute of Education - Nanyang Technological University; Dennis Kwek, National Institute of Education - Nanyang Technological University
Designing Partnerships for Learning and Improvement: Lessons From a Longitudinal Study of Research Alliances in the United States - Matthew Shirrell, The George Washington University; Megan Duff, UNC Chapel Hill; Joshua L. Glazer, The George Washington University
Local Learning Landscapes for Teacher Professional Development in England - Toby M. Greany, University of Nottingham; Andy Noyes, University of Nottingham; Cath Gripton, University of Nottingham; Georgina Hudson, University of Nottingham